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Diverse ways in which we study our social world and propose explanations based on evidence for various events.
Activities students engage in as they investigate the social world and develop their knowledge of ideas in social studies.
Developmental Stages of Inquiry: or What They Should Be Able to Do and When Sumal,C.S. & Haas, M.E. Grades K - 4 Grades 5 - 8 Grades 9-12 Ask a question about phenomena/events in the social world Identify questions that can be investigated Identify questions and concepts that guide investigations Plan/Perform simple investigations. Use evidence to construct a reasonable explanation Plan and conduct investigations. Develop descriptions, explanations, predictions and models using evidence Plan and conduct investigations. Formulate and revise scientific explanations and models using logic and evidence. Use simple equipment & tools to gather data Use tools and technology to gather, analyze, and interpret data Use technology, resources,to improve investigations and communications Use data to develop descriptions/explanations Use a range of inquiry skills to develop generalizations and models using data Formulate and revise explanations and models using logic and evidence Communicate descriptions of investigations/explanations Communicate procedures for investigations Communicate and Defend findings - position.
Example: In a unit on landforms, students should identify and classify landforms to learn to distinguish hills from mountains (bear with me I was an elementary teacher.. So that is where my examples draw from!)
A few weeks later, the class begins working with a unit on economies in the community. The classification skill that was developed earlier on landforms does not automatically transfer when they try to classify types of community businesses - such as manufacturing and service companies.
The skills of Inference, Classification, Prediction, Estimation and Measurement, Observation, are typically related to Science, however they are also wonderful tools to use as you plan and teach Social Studies…..
The picture was taken in Belize, with the following caption.
“ With reverence, joy, and a sense of duty, women from one extended family wade out to meet returning fishing boats as part of a ritual called “ dügü - the most sacred ceremony of the Garifuna religion.”
From - “The Garifuna: Weaving a Future From a Tangled Past,” Sept., 2001 National Geographic Mag. Photo by: Susie Post Rust
You can find it at: http://ngm.nationalgeographic.com/ngm/data/2001/09/01/html/ft_20010901.6.html
Tsukiji is a fish market in the sense that the Grand Canyon is a ditch or Caruso was a crooner. Among the wholesale fish markets of the world, Tsukiji ranks at the top in every measurable category. It handles more than 400 different types of seafood, from penny-per-piece sardines to golden brown dried sea slug caviar, a bargain at (U.S.) $473 a pound. It imports from 60 countries
Understanding concepts is ultimately what enables students to transfer understandings learned in one time/place setting to a new time and place – even a setting with which they have no previous acquaintance. When we teach concepts we allow our students to transcend the settings that we have taught.
Concept Attainment Strategies – We will take a look at this concept in a minute.
References Maxim, George W. (2008). Social studies and the elementary school child. Columbus, Ohio: Prentice Hall, Inc. Welton, David A. & Mallan, John T. (2007). Children and their world: Strategies for teaching social studies. Boston: Houghton Mifflin Company. Zarrillo, James. (2008). Teaching elementary social studies:? Principles and applications. Upper Saddle River, New Jersey:? Pearson Merrill Prentice Hall.